JOB SATISFACTION AMONG HIGH SCHOOL TEACHERS

2021 ◽  
pp. 45-47
Author(s):  
Ata. Sadaiah ◽  
Sylvia Fernandez Rao
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Private Schools ◽  
Job Tenure ◽  
School Teachers ◽  
Government Schools ◽  
Satisfaction Scale ◽  
The Impact ◽  
Made In

An attempt was made in the present investigation AIM: Job satisfaction among high school teachers. OBJECTIVE: To assess the impact gender, job tenure and type of management on Job satisfaction among high school teachers. SAMPLE: A sample of 1200 high school teachers from different government and private schools in erstwhile Warangal district of Telangana state. Tool: The Job Satisfaction Scale developed by Karanam Bahaboobuvali & Vijaya Vardhani (2013) was used. CONCLUSIONS: There is no signicant impact of gender on job satisfaction among high school teachers. Teachers with long job tenure have high job satisfaction than the teacher with short job tenure and Teachers working in government schools have high job satisfaction than the teachers working in private schools.

scholarly journals Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction

2020 ◽  
Vol 15 (6) ◽  
pp. 1464-1479
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High Schools ◽  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Short Form ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Teacher Self Efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.   Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

scholarly journals Job Satisfaction of High School Teachers in Trichy District

2021 ◽  
Vol 13 (2) ◽  
pp. 796-798
Author(s):  
D. Arockia pandiyan
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Secondary Teachers ◽  
Internal Validity ◽  
Teaching Experience ◽  
Sampling Technique ◽  
School Type ◽  
School Teachers ◽  
Satisfaction Scale

Objectives: In the current investigation, look at the degree of occupation fulfillment of secondary teachers and to contemplate the huge contrast in the work fulfillment of secondary teachers. Methods: The examiners have received, overview technique for research. The sample consists of 600 high school teachers working in high schools are selected by stratified random sampling technique. Research Tool: The investigators used the research instrument namely Job Satisfaction Scale (JSS) constructed and validated by Vasudevan, R., and Babu, R., (2017). Internal validity was found 0.84, reliable is found to be 0.71. To test the hypothesis formulated the data were analyzed using the SPSS 11.5. Findings: The finding shows that greater part of the high school teachers show average job satisfaction, it also has no significance for job satisfaction high school teacher’s, (i) Sex, (ii) School locality, (iii) Residence, (iv) Medium of instruction, (v) Teaching Experience, (vi) Age limit, (vii) Management type and (viii) School type in their job satisfaction. Novelty/Application: Teachers currently working in high school contributing to job satisfaction and it enhance the quality of teaching and developing good students in classroom and in future.

scholarly journals The Impact of Compensation, Work Environment, and Commitment towards Job Satisfaction on Private High School Teachers Performance in Makassar City

2020 ◽  
Vol 3 (1) ◽  
pp. 82-100
Author(s):  
Rasmi Rasmi ◽  
Mahlia Muis ◽  
Maat Pono
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Organizational Commitment ◽  
Work Environment ◽  
High School Teachers ◽  
Teacher Performance ◽  
School Teachers ◽  
Private High School ◽  
The Impact ◽  
The City

This paper aims to determine and analyze the impact of compensation, work environment, and organizational commitment towards job satisfaction on the performance of private high school teachers in the city of Makassar. The method used in this research is Descriptive Analysis method using path analysis regression. The population in this study were private high school teachers in the city of Makassar. The sample in this study was 88 teachers.  Data collection using a questionnaire, while for testing the hypothesis using a simultaneous test and partial test and Path Analysis. The results of this study indicated that first, compensation has a positive and significant impact on job satisfaction. Second, the work environment has a positive and significant impact on job satisfaction. Third, organizational commitment has a positive and significant impact on job satisfaction. Fourth, compensation has a positive and significant impact on teacher performance. Fifth, the Work Environment has a positive and significant impact on teacher performance. Sixth, Organizational Commitment has a positive and significant impact on teacher performance. Seventh, Job Satisfaction has a positive and significant impact on teacher performance. Eighth, Compensation affects the performance of teachers who are mediated by job satisfaction. Ninth, Work Environment affects teacher performances that mediated by job satisfaction. And Tenth, Organizational Commitment influences teacher performance through job satisfaction.

scholarly journals The Impact of Constructive Thinking on Emotional Labour and Job Satisfaction among High School Teachers

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Deepti K
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Work Experience ◽  
Negative Impact ◽  
Positive Impact ◽  
Constructive Thinking ◽  
School Teachers ◽  
Emotional Labour ◽  
The Impact

National Policy on Education (1986) mentions that the status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The government and the community should endeavor to create conditions that will help motivate and inspire teachers on constructive and creative lines. In light of this the present study is done to see if there is any impact of constructive thinking on the emotional labour and job satisfaction of high school teachers. Constructive thinking refers to the ability to relate to others in an effective way (emotional intelligence), solve interpersonal problems in a proper way (social intelligence) and the ability to effectively solve problems that arise in everyday life (practical intelligence) with minimum amount of stress (Epstein1990). Emotional labour, is the display or constraint of emotional expression as part of the work role to meet organizational, social or occupational expectations, it is an integral aspect of working life for many employees (Mann, 1997) and Job Satisfaction Is a pleasurable or positive emotional state resulting from the appraisal of one‟s job or job experiences (Jex 2002). The study was conducted on 100(50 men & 50 women) high school teachers from the schools in the city of Hyderabad. These teachers had work experience of 10-15 years and were in the age group 35-45 yrs. The findings of the study suggest that there is a negative effect of global constructive thinking on emotional labour indicating that if constructive thinking is high emotional labour will be less among teachers. Positive relation is found between constructive thinking and job satisfaction and no significant relation is found between emotional labour and job satisfaction. On the dimensions of constructive thinking it is found that women are higher on behavioural coping which means women indulge more in action oriented thinking, which deals with thinking in a way that promotes effective action. Whereas men are found high on categorical thinking compared to women. This indicates that they view issues in black-and-white terms, without acknowledging shades of gray something like rigid thinking. On dimensions of emotional labour women are found high on deep acting which indicates that they alter the emotions within themselves rather than faking it. Women are also found high on display on emotions which suggests that they are better in expressing their emotion in comparison with men. As the finding of the study suggest the constructive thinking has a negative impact on emotional labour and positive impact on job satisfaction, it can be said by enhancing constructive thinking by training can help to reduce emotional labour and improve job satisfaction among teachers.

scholarly journals Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Leonarda Atria ◽  
Nieves Fátima Oropesa Ruiz ◽  
José Jesús Gázquez Linares
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Teaching Efficacy ◽  
Mediating Effect ◽  
Educational Context ◽  
School Teachers ◽  
Perceived Efficacy ◽  
Personal Efficacy ◽  
Italian Provinces

Burnout is closely related to personal and contextual variables, especially job satisfaction and commitment, and other less studied psychological variables, such as perception of teaching efficacy or educational context. Objective. The general objective of this study was to examine the relationships of burnout with perceived educational context, perceived teaching efficacy (personal and collective), and job satisfaction and commitment. Materials and Methods. A battery of instruments was administered to 500 high school teachers at different schools in several Italian provinces. Results. The cluster analysis found that one-third of high school teachers had high burnout. Evidence was also found associating elevated burnout with low scores in perceived efficacy (personal and collective), low job satisfaction, and low professional commitment. Furthermore, perception of the educational context is less positive when the teachers experience high levels of burnout. Finally, the results showed the mediating effect of perceived personal efficacy on the relationship between burnout and job satisfaction. Conclusions. The results are discussed from the perspective of developing teaching autonomy on improving personal efficacy, decreasing burnout, and increasing job satisfaction in an educational system which reinforces individual and collective competence.

scholarly journals Investigating the Impact of COVID-19 toward Depression Rate of Indonesian Senior High Schools Teachers

2021 ◽  
Vol 3 (3) ◽  
pp. 167-175
Author(s):  
Helma Malini
Keyword(s):  
High School ◽  
Role Conflict ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
School Teachers ◽  
Personal Lives ◽  
The Impact ◽  
To Receive ◽  
Teaching Situations

The COVID -19 pandemic, which has been ongoing for over a year, has become a burden to the world, causing anxiety and depression. The purpose of this study is to investigate the depression and stress levels of senior high school teachers in Indonesia during the COVID-19 outbreak since they have experienced substantial teaching situations change as a result of it. In particular, the changes in their professional, as well as personal lives, pose challenges during the pandemic. This quantitative study distributing questionnaires to 50 high school teachers in Indonesia. The findings indicate that social support is the most significant factor (0,46%) needed to prevent depression and stress among the teachers. Meanwhile, workload and role conflict cover 0,74% and 0,84% respectively of variables that teachers can change with the assumption that both variables exist even before a pandemic arises. This study also reveals that teachers continue to receive less attention and support, especially in terms of their stress and depression coverage. It is because the prevailing perception is that teachers should be the ones giving attention, not the ones receiving it. The study is that to withstand the Pandemic's uncertainty where high school teacher able to minimize and overcome their depressions.

Sign in / Sign up

Export Citation Format

Share Document